Episode 8: "Special Topics" informal and youth sport

An episode of Playing with Research in Health and Physical Education

By Playing with Research in Health & PE

We discuss research, theory and current issues in the fields of health and physical education in an easy to understand way. Our aim is to make research accessible to educators and university students from all over the globe.

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This is a continuation of episode 57 where we discussed Dr. Harrison's work but move more to a conversation about Dr. Harrison's and Dr. Clark's research on race and ethnicity. We also talk about how to speak about race in a PETE program.
Dr. Langston Clark (@LangstonDClark)
More information on Dr. Harrison: https://education.utexas.edu/faculty/louis_harrison
Dr. Langston Clark: http://education.utsa.edu/faculty/profile/langston.clark@utsa.edu

A man who needs no other title than his name! A legend in our field and an amazing scholar on issues of race and ethnicity in sport and PE. I am joined by Dr. Langston Clark (@LangstonDClark) where we interview Dr. Harrison as he provides a narrative of his path to full professor at UT Austin and provides advice to young scholars in addition to sharing his research.
Episode 58 is a continuation of this conversation and discusses more of Dr. Harrison's research on race and ethnicity and will be out next week.
More information on Dr. Harrison: https://education.utexas.edu/faculty/louis_harrison
Dr. Langston Clark: http://education.utsa.edu/faculty/profile/langston.clark@utsa.edu

This episode looks back at 15yrs of Shape of the Nation reports and examines PE policy in each of the 50 US states. Dr. Brian Dauenhauer (@BrianDauenhauer) discusses how, by examining the last 15yrs of reporting by states we can get an understanding of the developments of PE and how they align/don't align with national recommendations. It's time for some grass roots work!
Check out UNC Active Schools at: https://www.unco.edu/nhs/sport-exercise-science/unc-active-school-lab/
Dauenhauer B, Keating X, Stoepker P, Knipe R. State physical education policy changes from 2001 to 2016. J Sch
Health. 2019; 89: 485-493. DOI: 10.1111/josh.12757

I break down the season by category in brief. I suggest you check out this google doc below that compartmentalizes our episodes by category.
https://docs.google.com/document/d/1D19KfX0LzS5OIFn89YRMlpML95xFrMr-qa5umgK0Xy4/edit?usp=sharing
We will be back in Late August with Year 2!

A discussion about social media use & teacher professional learning communities with Dr. Vicky Goodyear.
Dr. Goodyear is at the University of Birmingham UK and conducts research with young people and the uses of technology and the impact of social media among other topics.
The full citation of the article is: Goodyear, V. A., Parker, M., & Casey, A. (2019). Social media and teacher professional learning communities. Physical Education and Sport Pedagogy, 1-13.
Twitter: @VGoodyear
Website: http://opencpd.net

This podcast talks to a legendary scholar in our field, Steve Silverman, who is retiring from Teachers College-Columbia University to take a position as Dean of the College of Education at Florida Atlantic University. Steve talks about his career from wanting to be a PE teacher in Philadelphia City Public Schools to studying under Larry Locke, and working at four different R-1 Universities over his career, his role in AERA, as well as his career transition. There are some great pieces of advice for young scholars in there as well.

This episode explains how 4 PETE professor navigate race discourse in PETE classes and how to address issues of social justice and race when all of us identify as White. Jen Walton-Fisette (@JWalton_Fisette) who has presented and published extensively on issues of social justice and how it is being taught in PETE programs sits down with me (@ristomarttinen), Kevin Richards (@KARRichards14) and Erin Centeio (@ecenteio) to share some thoughts and open up a dialogue.

We discuss an article compiled to address the future of PE research and how the authors argue it should take a social justice perspective. In the podcast with me are Jen Walton Fissette (@Jwalton_Fisette), Erin Centeio (@ecenteio) and Kevin Richards (@KARRichards14). The article is a part of a series published in RQES that looks forward and plots out the future research questions in our field.
Full Cite for article: Jennifer L. Walton-Fisette, K. Andrew R. Richards, Erin E. Centeio, Todd R. Pennington & Tim Hopper (2019): Exploring Future Research in Physical Education: Espousing a Social Justice Perspective, Research Quarterly for Exercise and Sport, DOI: 10.1080/02701367.2019.1615606

Dr. Anthony Maher (@Ajmaher5) discusses teaching non-normative bodies, adapted physical education, and the ethics of simulating a disability in HPETE/PETE teacher education programs.
Dr Anthony Maher (@Ajmaher5) is a Senior Lecturer in Physical Education and Youth Sport. He is a member of Department of Sport and Physical Activity’s Research Committee and conveyor of the policy and pedagogy strand of Social Science of Sport and Physical Activity research group. Previously, Anthony was Senior Lecturer and Programme Leader for Physical Education at Leeds Beckett University. Anthony has also held the positions of Lecturer in Sport Studies at University of Central Lancashire, and Associate Lecturer in Sport Studies at Edge Hill University.
Anthony has a PhD Sociology of Special Educational Needs and Disabilities in Physical Education (University of Central Lancashire), MSc Sociology of Sport and Exercise (University of Chester), PG Cert Learning and Teaching in Higher Education (University of Central Lancashire), PG Cert Business and Management Research Methods (University of Central Lancashire), and BA (Hons.) Sport Development with Physical Education (Liverpool John Moores University).
Full Cite to paper: Maher, A. J., Williams, D., & Sparkes, A. C. (2019). Teaching non-normative bodies: simulating visual impairments as embodied pedagogy in action. Sport, Education and Society, 1-13.

Sara Flory and I sit down with AIESEP president Marc Cloes and Secretary General Fiona Chambers (@DrFiChambers). We find out about the history of AIESEP and a breakdown of the organizations plans for the future. AIESEP= Association Internationale des Écoles Supérieures d'Éducation Physique (AIESEP) or in English= International Association for Physical Education in Higher Education
This is one of my favorite conferences in the world. If you have not been you should come join a dynamic group of scholars from around the globe.
Follow AIESEP on Twitter @aiesep
Next AIESEP international meeting is in Hong Kong 2020, then Banff, Canada in 2021, and Gold Coast Australia June 2022!

Dr. Kelly Johnston is at Baylor University and focuses on literacy education. She discusses her research with REACH and how we implemented a year-long after-school PA and literacy program at one Title I school in Harlem, NY. The research focused on a student-centered space that was co-created and much of the research focuses on the girls' lived experiences.
The article can be found from the link below and is Open Access (free to read)
Johnston, K. C., Marttinen, R., Fredrick III, R. N., & Bhat, V. R. (2019). Girls’ Experiences in a Positive Youth Development Sport Program: Developing a Participant-Centered Space. Journal of Youth Development, 14(1), 93-111.
http://jyd.pitt.edu/ojs/jyd/article/view/19-14-01-FA-04
Find more information on Dr. Johnston at http://soefaculty.baylor.edu/kelly-johnston/

This podcast shares research about three indigenous PETE students and their experiences as students with an Aboriginal and Torres Strait Islander cultural background. Dr. Sue Whatman (@SueWhatman) shares her research about using indigenous knowledges to disrupt norms in PETE. So many parallels with US, NZ and other colonized nations and how Native/First Nation/Aboriginal peoples are treated, acknowledged, and respected...lot's of soul searching left to do.
A link to the sport Sue shared: https://www.sportingschools.gov.au/resources-and-pd/schools/yulunga
Sue's academic profile: https://experts.griffith.edu.au/academic/s.whatman
Link to her research gate: https://www.researchgate.net/profile/Sue_Whatman
Link to the project: https://www.qut.edu.au/about/oodgeroo/embedding-indigenous-knowledges-in-curriculum/supporting-preservice-teachers-and-their-supervisors/case-studies

This episode highlights the FIT (Fitness Integrated with Technology) Unit and explores students' perceptions of technology integration. We also discuss students perceptions of homework in PE and attitude toward PE. You can find the theory breakdown for the theory of planned behavior between episodes 4 and 5, it is the first theory breakdown we did. This paper is published on-line first with Research Quarterly for Exercise and Sport. The podcast is guest hosted by Dr. Stephen Harvey (@drstephenharvey) who hosts a podcast called "positive pedagogy for sport coaching."
Risto Marttinen (@ristomarttinen) is an assistant professor at George Mason University. Dr. David Daum is at San Jose State University, Dr. Ray Fredrick is at Queens College, Joshua Santiago is currently in a Masters program at Cal State Fullerton, Steve Silverman is with Teachers College Columbia University.
Full Cite: Marttinen, R., Daum, D., Fredrick III, R. N., Santiago, J., & Silverman, S. (2019). Students’ Perceptions of Technology Integration During the FIT Unit. Research quarterly for exercise and sport, 1-11.
Other articles related to this project:
Marttinen, R., Fredrick III, R. N., & Silverman, S. (2018). Changes in student attitude toward physical education across a unit of instruction. Journal of Physical Education and Sport, 18(1), 62-70.
Marttinen, R., Fredrick III, R. N., & Silverman, S. S. (2018). Middle School Students’ Free-living Physical Activity on Physical Education Days, Non-physical Education Days, and Weekends. Montenegrin Journal of Sports Science and Medicine, 7(1), 5-12

This recoding is from a roundtable presentation at the 2019 AERA annual meeting in Toronto. This is a 12min presentation on the REACH after school program, which discusses the first of a sequence of 4 back-to-back full-year projects. This presentation covers REACH-Harlem which was a basketball and literacy program we enacted in Harlem, NY.
The paper we discuss is published in PESP: Marttinen, R., Johnston, K., Phillips, S., Fredrick, R. N., & Meza, B. (2019). REACH Harlem: Young urban boys’ experiences in an after-school PA positive youth development program. Physical Education and Sport Pedagogy, 1-17.
This presentation is co-authored by: Ray Fredrick, Sharon Phillips, Kelly Johnston, and Brianna Meza

This episodes gives an introduction and overview of phenomenology.
The podcast is delivered by Dr. Colum Cronin (@columcronin) who is a Senior Lecturer in Physical Education and Sport Coaching at Liverpool John Moores University. The theory breakdown is cut from Episode 44 which breaks down the article titled: "Lived experience and community sport coaching: A phenomenological investigation” it was published in 2015 in Sport, Education and Society.
Colum has a blog: www.consideringcoaching.wordpress.com

This podcast breaks down the article titled: "Lived experience and community sport coaching: A phenomenological investigation” it was published in 2015 in Sport, Education and Society. There is a theory breakdown which aligns with this episode (found in episode 43). If you are interested in phenomenology or want to just figure out what it is, please also listen to Episode 43.
Our guest on this podcast is Dr. Colum Cronin (@columcronin) who is a Senior Lecturer in Physical Education and Sport Coaching at Liverpool John Moores University.
Colum has a blog: www.consideringcoaching.wordpress.com
Full Cite:
Cronin, C., & Armour, K. M. (2015). Lived experience and community sport coaching: A phenomenological investigation. Sport, Education and Society, 20(8), 959-975.

This episode combines forces with the "What's new in Adapted PE" Podcast by Scott McNamara. Risto and Scott are joined by Dr. Kevin Richards and Dr. Terry Rizzo (a legend in the APE world).
This is Part 2 of a longer conversation that discusses issues in APE, the split of the field, breaking down silos, collaborative research and more. Part 1 can be found in episode 41.
You can find us on Twitter:
@ristomarttinen
@KARRichards14
@ScottMcNamara12
(Dr. Rizzo is too cool for Twitter but you can find his accolades here: https://search.csusb.edu/profile/TRizzo)

This episode combines forces with the "What's new in Adapted PE" Podcast by Scott McNamara. Risto and Scott are joined by Dr. Kevin Richards and Dr. Terry Rizzo (a legend in the APE world).
This is Part 1 of a longer conversation that discusses issues in APE, the split of the field, breaking down silos, collaborative research and more.
You can find us on Twitter:
@ristomarttinen
@KARRichards14
@ScottMcNamara12
(Dr. Rizzo is too cool for Twitter but you can find his accolades here: https://search.csusb.edu/profile/TRizzo)

This recoding is from a round table session at AERA that Dr. Dominique Banville (@drdommason) gave at the AERA annual meeting in Toronto. These sessions are limited to 12minutes for the speaker to deliver the presentation.
This presentation was co-presented by: Ben Dyson, Pam Kulinna, Michalis Stylianou.

This episode is a recording of a 12-minute research talk I gave at the AERA annual meeting in Toronto in early April 2019. It highlights a systematic review of literature we (Risto Marttinen, Steve Silverman, Dillon Landi, and Dario Novak) conducted of over 20years of research on teaching in PE. We found 1,023 articles across that time period and coded each one for several items. The almost 700hrs of work is condensed into 12minutes...enjoy!
The paper resulting from this study is not yet published.

This episode recaps the "SIG 93: Research on learning and instruction in physical education" Invisible College. A pre conference session at AERA for collaborative and interactive sessions. Hosts Risto Marttinen (@ristomarttinen) and Sara Flory (@saraflory) discuss and breakdown these sessions.

This podcast gives an overview of the sessions held in Toronto at the 2019 AERA Annual Meeting. The sessions highlighted are from the PE SIG 93. If you are NOT a member, we highly recommend you becoming one. This podcast is with Risto Marttinen and Sara Flory.
The Annual Portal for reviewers is open for AERA 2020 in San Fransisco. The abstracts for both the invisible college and SIG 93 submissions will be due in late July 2019 for the AERA conference in San Fransisco (April 17-21).

This episode describes research surrounding teachers who teach multiple subjects, and the potential role conflict they experience. Dr. Iannucci (@cassamariab) explains role conflict theory and some of her work surrounding this problem. We split the quantitative part of this article, the actual instrument development part, into another episode (see Episode 36).
Dr. Cassandra Iannucci is a lecturer in HPE at Deakin University in Melbourne Australia, and comes to our podcast via Limerick University in Ireland where she recently completed here PhD.
The full cite: Iannucci, C., MacPhail, A., & R. Richards, K. A. (2018). Development and initial validation of the Teaching Multiple School Subjects Role Conflict Scale (TMSS-RCS). European Physical Education Review, 1356336X18791194.
https://www.researchgate.net/profile/Cassandra_Iannucci

This episode gives an explanation of how to develop and validate a quantitative instrument. No, you can't just make one up and send it out and get reliable results! This is a great basic overview of what it takes to make a valid and reliable scale/instrument for research purposes.
Dr. Cassandra Iannucci (@cassamariab) gives an overview of the process, more detailed information is available in the article.
Iannucci, C., MacPhail, A., & R. Richards, K. A. (2018). Development and initial validation of the Teaching Multiple School Subjects Role Conflict Scale (TMSS-RCS). European Physical Education Review, 1356336X18791194.

This podcast discusses how two teachers in the UK used flipped learning (flipped classrooms) and integrated digital technologies into their teaching.
Dr. Julia Sargent (@julia_sargent) is a lecturer at The Open University in the UK. She looks at digital pedagogies and how digital technology can support learning and learning materials. Prior to this role, Julia completed her PhD at Loughborough University in Physical Education and Sport Pedagogy. She explored how and why physical education teachers' used digital technology.
Her research interests include digital technology, teaching, learning, strengths-based approaches and practice-based research. Julia is an AFHEA and has taught on a number of research methods modules.
Citation for article:
Sargent, J., & Casey, A. (2019). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, 1356336X19826603.

This episode discusses a collaborative action research project with Dr. Pill and an Australian Rules Football Coach who enacted a Game Sense Approach to his coaching. The podcast explains what Game Sense is (similar but different from TGfU and Tactical Games) and discusses coaching, and the crossover that teachers can have while implementing these approaches into a PE setting.
Shane Pill (@Pilly66) is an Associate Professor at Flinders University in Adelaide Australia. Shane is the author of six books on the concept of Play with Purpose using a Game Sense approach for PE teaching and sport coaching. He has also published the text Perspectives on Athlete Centred Coaching. Shane was a major contributing writer to the Cricket Australia S'Cool Cricket resource, the Tennis Australia game-based Primary and Secondary Schools Tennis resources, and the revised AFL Sport Education program. He has published over 100 scholarly and academic papers, and is an internationally popular speaker and workshop presenter.
https://www.flinders.edu.au/people/shane.pill
You can access the Paper Here: http://uvadoc.uva.es/bitstream/10324/23806/1/AEFD-2016-1-implementing-game-sense.pdf
Stephen Harvey (@drstephenharvey)'s podcast can be found on iTunes and also here https://anchor.fm/stephen-harvey1 It's called "Positive Pedagogy for Sport Coaching

This episode talks about touch in physical education, about a moral panic, surveillance and how physical touch is navigated by pre-service teachers in Spain which is a "touchy" culture.
Valeria Varea has completed her PhD at the School of Human Movement Studies at the University of Queensland, Australia (title: The body as a professional ‘touchstone’: Exploring Health and Physical Education undergraduates’ understandings of the body). She was then appointed as a lecturer in Health and Physical Education at the University on New England, Australia. In 2018, she left Australia to to work as an associate senior lecturer at the School of Health Sciences at Örebro University, Sweden.
Valeria's research draws on critical and socio-cultural perspectives, using qualitative research methods to extend knowledge and critique people's understandings of the body, health, Physical Education, sport and physical activity.
https://www.oru.se/english/employee/valeria_varea
Varea, V. , González-Calvo, G. & Martínez-Álvarez, L. (2018). Exploring Touch in Physical Education Practicum in a Touchy Latin Culture. Societies, 8 (3).

This lightning review covers an article in under 10min. This piece reports on data looking to find out if the National School Lunch Program is a valid measure of educational disadvantage. Most researchers use this measure to say it is, and schools get huge sums of money based on this measure...but how valid is it?
Here is the citation, and a link to the article.
Domina, T., Pharris-Ciurej, N., Penner, A. M., Penner, E. K., Brummet, Q., Porter, S. R., & Sanabria, T. (2018). Is Free and Reduced-Price Lunch a Valid Measure of Educational Disadvantage?. Educational Researcher, 47(9), 539-555.
https://journals.sagepub.com/doi/pdf/10.3102/0013189X18797609

This paper discusses the story of Grace, an elementary PE teacher, and the ways in which she navigated her working environment as the teacher of a marginalized subject. The podcast covers the strategies Grace utilized in her career.
Dr. Karen Lux is the PETE Program Coordinator at The University of New Mexico in Albuquerque.
Citation:
Lux, K., & McCullick, B. A. (2011). How one exceptional teacher navigated her working environment as the teacher of a marginal subject. Journal of Teaching in Physical Education, 30(4), 358-374.

This podcast is about a self-study in implementing meaningfulness into physical education. Stephanie Beni, a PhD student at Brock University and Tim Fletcher, an associate professor at Brock discuss a paper they published in EPER. A link directly to the paper is here:
https://meaningfulpe.files.wordpress.com/2018/02/primary-mpe-revisions_020118_clean.docx
You can also find a great blog at that address.
Twitter:
Tim Fletcher @TimFletcher12
Stephanie Beni @stephbeni
Meaningful PE handle on Twitter is @meaningfulPE

Senlin Chen, Ph.D., is a Helen “Bessie” Silverberg Pliner associate professor in the School of Kinesiology at Louisiana State University. Dr. Chen’s research is focused on physical education curriculum intervention, youth physical activity and fitness promotion, motivation and learning in physical activity. Dr. Chen is a Fellow of the Research Council of Society of Health and Physical Educators (SHAPE America), he was the recipient of the 2016 Young Scholar Award from Western Society for Kinesiology and Wellness (WSKW) and the 2016 Early Career Research Excellence Award from the International Chinese Society for Physical Activities and Health (ICSPAH) among other awards.
The full cite for the article:
Chen, S., & Gu, X. (2018). Toward active living: comprehensive school physical activity program research and implications. Quest, 70(2), 191-212.

This conversation is with Dr. Jaimie McMullen (@DrJMcM) who is an associate professor at UNC in sport pedagogy. Risto and Jaimie discuss the program at UNC, and what a PhD in PETE looks like as well as a comparison to an Irish/UK system of PhD.

This episode gives an introduction to the Tactical Games Approach model that stemmed from Teaching Games for Understanding (TGfU).
Risto Marttinen is an assistant professor at George Mason University in Virginia, USA. You can find him on twitter at the innovative handle of @RistoMarttinen
Risto runs an integrated after-school sports and literacy program called REACH. He has conducted research on this program over the past four years. www.reachafterschool.org
Risto's research interests include after-school physical education curriculum serving youth in under-resourced communities, student attitudes, research on teaching in physical education, and the integration of academic subjects into physical education.
Original works on this model:
Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sports concepts and skills: A tactical games approach. Human Kinetics Publishers (UK) Ltd.
Griffin, L. L., & Butler, J. (2005). Teaching games for understanding: Theory, research, and practice. Human Kinetics.
and the Metzler curriculum book:
Metzler, M. (2017). Instructional models in physical education. Routledge.

Dr. Kevin A. Richards @KARRichards14 talks with Risto about the recent monograph in JTPE. Discussion is on undergraduate recruitment, retention, marketing of PETE programs, the state of Doctoral Programs, teacher shortages in PE, alternative licensing programs and many more. This is a MUST read monograph for anyone involved in PETE.
Citation to one part of the monograph:
Templin, T. J., Graber, K. C., & Richards, K. A. R. (2019). Chapter 9: Will PETE Survive in the 21st Century?. Journal of Teaching in Physical Education, (00), 1-7.

This episode discusses APE doctoral programs. Dr. Justin Haegele explains the process of finding a program, the state of APE doctoral programs in the USA and many more topics.
Justin A. Haegele, PhD, CAPE, is an assistant professor in the Department of Human Movement Sciences and teaches in the Health & Physical Education program area. His research and teaching interests are in adapted physical education/activity and inclusion. In addition to his work at ODU, he also is the co-director of Camp Abilities Alaska, a one-week development sport camp for youth with visual impairments. In 2012, Dr. Haegele was honored as the New York State Adapted Physical Education Teacher of the Year. More recently, he was selected as the first recipient of the David P. Beaver Adapted Physical Activity Youth Scholar Award, awarded by the National Consortium of Physical Education for Individuals with Disabilities (2015).
He can be found on Twitter @Justin_haegele
A profile and more info on ODU:
https://www.odu.edu/directory/people/j/jhaegele#profiletab=1

This podcast discusses policy, but not the boring type, the type that talks about those who enact it…teachers! This paper won the PESP best paper for 2017. Dr. Laura Alfrey explains why enacting policy doesn't always work as the writers intended through the lens of 3 teachers. Episode 22 gave a background on how critical inquiry is embedded into the Australian Curriculum.
Laura (twitter @LauraAlfrey) is a Senior Lecturer within the Faculty of Education at Monash University, Australia, with her main responsibilities relating broadly to Health and Physical Education. Her research has inclusion and teacher professional learning as it's central threads. Recent publications have explored phenomena such as fitness testing as a context for learning, critical inquiry, and stereotypes in Physical Education.
Cite for article:
Alfrey, L., O'Connor, J., & Jeanes, R. (2017). Teachers as policy actors: Co-creating and enacting critical inquiry in secondary health and physical education. Physical Education and Sport Pedagogy, 22(2), 107-120.

This episode covers the basics of the Australian Curriculum for Physical Education. This forward thinking curriculum is unique and amazing! Dr. Laura Alfrey (Twitter: @LauraAlfrey) explains how this curriculum has been designed and what it aims to deliver.
This episode links to Episode 23 which covers Dr. Alrey's co-authored paper that won the PESP paper of the year award in 2017 about implementing critical inquiry with teachers.
Laura is a Senior Lecturer within the Faculty of Education at Monash University, Australia, with her main responsibilities relating broadly to Health and Physical Education. Her research has inclusion and teacher professional learning as it's central threads. Recent publications have explored phenomena such as fitness testing as a context for learning, critical inquiry, and stereotypes in Physical Education.
Learn more about the Australian Curriculum from https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/

This podcast discusses care experience youth (youth in foster care, group homes, shelters etc) and their value and use of leisure time activities. This paper pulls from Positive Youth Development (episode 19), and the social ecological model (theory breakdown 3).
Tom is a Senior Lecturer in Physical Education (PE) and Sport Pedagogy. His research explores the role of sport and PE for youth from socially vulnerable backgrounds, specific care experienced children and young people.
Following his PhD in 2011, Tom worked as the ‘Educational Review’ Post-doctoral Research Fellow, and later as a Lecturer in Sport, at the University of Birmingham. While completing his doctoral studies in August 2010, Tom was presented with the AIESEP Young Scholar Award at the AIESEP World Congress in La Coruna, Spain. Tom moved to Leeds in 2012 as a Senior Lecturer in Physical Education and Sport Pedagogy.
You can follow Dr. Quarmby on twitter @DrTomQ
The cite:
Quarmby, T., Sandford, R., & Pickering, K. (2018). Care-experienced youth and positive development: an exploratory study into the value and use of leisure-time activities. Leisure Studies, 1-15.

This podcast is a pedagogical case of Joey (@joeyfeith) and how he uses social media as professional development in physical education. Dr. Gleddie discusses his practice through a PETE, Foucauldian, and anthropologic perspective. This chapter is from a book on digital technologies and learning (see below)
Dr. Gleddie is an Associate Professor at the University of Alberta (Elementary Physical Education). A full description of Doug's academic endeavors can be found at https://www.ualberta.ca/education/about-us/professor-profiles/douglas-gleddie
This is his awesome blog https://purposefulmovement.net/
Twitter @doug_gleddie
Full cite of chapter:
Gleddie, D., Feith, J., Howe, P., Larsson, H., Cale, L., & Casey, A. (2017). Joey: Social media as a tool for professional development. In A. Casey, V. Goodyear, & K. Armour (Eds.), Digital technologies and learning in physical education: Pedagogical cases (pp. 121–136). New York, NY: Routledge

This podcast discusses how PYD finally has a model that is sport-based that was developed through a meta study that Dr. Holt explains.
Dr. Nick Holt is a Professor and Associate Dean (Research) at the University of Alberta in Edmonton, Canada.
He leads the Child & Adolescent Sport & Activity (CASA) lab. Their research examines psychosocial aspects of sport and physical activity participation among children, adolescents, and their families.
Dr Holt also works on the Positive Youth Development (PYD) Through Sport: PYD SportNET Project
Funded by the Social Sciences and Humanities Research Council of Canada (SSHRC), this project involves creating a network of evidence-based resources designed to promote PYD in Canadian sport. Twitter @PYDsportNET
Check out their website www.positivesport.ca
The open access citation for this paper can be found by clicking https://www.tandfonline.com/doi/full/10.1080/1750984X.2016.1180704 Full cite:
Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., ... & Tamminen, K. A. (2017). A grounded theory of positive youth development through sport based on results from a qualitative meta-study. International review of sport and exercise psychology, 10(1), 1-49.

"As part of the annual activities at the British Educational Research Association (BERA) conference, the Physical Education and Sport Pedagogy Special Interest Group (SIG) organises a so-called Invisible College, where a Scholar Lecture is delivered by a researcher who has made a significant contribution to the field. This paper is the 2018 Scholar Lecture" (Quennerstedt, 2018 p.1) and THIS is the podcast discussing that paper :)
Mikael Quennerstedt is Professor in Physical Education and Health at Örebro University, Sweden. Quennerstedt has worked as a physical education teacher in Swedish compulsory school, and as a physical education teacher educator at Örebro University since 1994.
His work focuses on teaching and learning in physical education from a Swedish didaktik research tradition, as well as health education from a salutogenic perspective. In his research, questions of health, body, gender, artefacts, subject content, learning processes and governing processes within educational practices has been prominent. In recent years he has also been passionate about exploring questions about education, digital technologies and health. Recent publications include themes such as professional development, indigenous knowledges, social media, wearable health technologies, power in group work and teaching dance in physical education using exergames. Mikael is associate editor of the international journal Physical Education and Sport Pedagogy and an editorial board member of the journal Sport, Education and Society.
Twitter: @MQuennerstedt
Swedish Language Blog: https://idrottsdidaktiskforskning.wordpress.com/

This episode discusses Dr. Nick Washburn's article (in press) titled “Enhancing Student Learning in Sport Education through the Manipulation of Need-Supportive Instruction”
Dr. Washburn is beginning his second year as an Assistant Professor of Secondary Physical Education and Health at Western Washington University. He has a passion for facilitating future teachers' professional development from both scientific and dispositional perspectives. Follow him @nickwashburn12 on twitter.

This episode discusses a paper by Dr. Stephen Harvey on PE professionals use of Twitter.
Dr. Stephen Harvey is an Associate Professor in Sports Coaching at Ohio University. His main research interest surrounds game-based approaches to teaching and coaching. However, his work in coaching has additionally been focused on the systematic observation of coaching behavior, and how coaching behavior is tied to coaches' biographies. Dr. Harvey has maintained an interest in educational technology and co-developed an app (Axis Coaching) that a trained observer can use to investigate and record coaches' behavior. Finally, Dr. Harvey's interest in educational technology has led to him researching with and about teachers and coaches social media use.
You can find him at:
Twitter: @drstephenharvey
Email: harveys3@ohio.edu
Voxer: sharvey7402
www.drstephenharvey.weebly.com
The citation is: Harvey, S., & Hyndman, B. (2018). An Investigation into the Reasons Physical Education Professionals Use Twitter. Journal of Teaching in Physical Education, 37(4), 383-396.

This podcast gives a basic introduction to the theory of intersectionality.
Justin A. Haegele, PhD, CAPE, is an assistant professor in the Department of Human Movement Sciences and teaches in the Health & Physical Education program area. His research and teaching interests are in adapted physical education/activity and inclusion. In addition to his work at ODU, he also is the co-director of Camp Abilities Alaska, a one-week development sport camp for youth with visual impairments. In 2012, Dr. Haegele was honored as the New York State Adapted Physical Education Teacher of the Year. More recently, he was selected as the first recipient of the David P. Beaver Adapted Physical Activity Youth Scholar Award, awarded by the National Consortium of Physical Education for Individuals with Disabilities (2015).
Twitter: @justin_haegele

This podcast breaks down an article about females with visual impairments in PE.
Justin A. Haegele, PhD, CAPE, is an assistant professor in the Department of Human Movement Sciences and teaches in the Health & Physical Education program area. His research and teaching interests are in adapted physical education/activity and inclusion. In addition to his work at ODU, he also is the co-director of Camp Abilities Alaska, a one-week development sport camp for youth with visual impairments. In 2012, Dr. Haegele was honored as the New York State Adapted Physical Education Teacher of the Year. More recently, he was selected as the first recipient of the David P. Beaver Adapted Physical Activity Youth Scholar Award, awarded by the National Consortium of Physical Education for Individuals with Disabilities (2015).
Twitter: @justin_haegele
The full citation: Haegele, J. A., Yessick, A., & Zhu, X. (2018). Females With Visual Impairments in Physical Education: Exploring the Intersection Between Disability and Gender Identities. Research quarterly for exercise and sport, 89(3), 298-308.

This podcast introduces the Teaching Personal and Social Responsibility (TPSR) model. Dr. Wright introduces the model that was created by his mentor Don Hellison. This impactful model has been widely researched and is one of the core curriculum models being implemented in physical education. This podcast aligns with Episode 13 as Dr. Wright discusses the TARE instrument that was designed to measure practice that uses TPSR.
Dr. Wright is a professor at Northern Illinois University and specializes in the Teaching Personal and Social Responsibility (TPSR) instructional model. His scholarship is very applied and relates directly to fields such as positive youth development, social and emotional learning, and sport for development. He also has interests in policy and program evaluation as it relates to youth sport and physical activity.

Dr. Paul Wright discusses an instrument he developed to assess responsibility-based education and the TPSR model more broadly. A separate theory breakdown is posted on TPSR with this article.
Dr. Wright specializes in the Teaching Personal and Social Responsibility (TPSR) instructional model. His scholarship is very applied and relates directly to fields such as positive youth development, social and emotional learning, and sport for development. He also has interests in policy and program evaluation as it relates to youth sport and physical activity.
The full citation: Wright, P. M., & Craig, M. W. (2011). Tool for assessing responsibility-based education (TARE): Instrument development, content validity, and inter-rater reliability. Measurement in Physical Education and Exercise Science, 15(3), 204-219.

This podcast describes the continuing work on the SWITCH program out of Iowa State University. It is a whole-school wellness program that encompasses way more than PE, and has years of research behind it.
We talk with Dr. Gabriella McLoughlin who is currently a post-doctoral research associate in the department of Kinesiology at Iowa State University. Her research focuses on children’s physical activity and health promotion, specifically targeting the school environment through comprehensive interventions. She is a licensed K-12 Physical Education Teacher and seeks to enhance the status of physical education as an integral aspect of the school curriculum and as a means to cultivate health-promoting school environments. She is currently working with Dr. Greg Welk and other professors at Iowa State and other institutions to deliver the School Wellness Integration Targeting Child Health (SWITCH) study (as described in the podcast), which is funded by the United Stated Department of Agriculture (USDA) and the National Institutes of Health (NIH). In addition she works to evaluate the NFL Fuel up to Play 60 program in conjunction with FitnessGram research and the Cooper Institute, conduct lab-based studies integrating measurement of physical activity, and works with physical education teachers across the state of Iowa to enhance their use of assessment and data-based decision making.

This episode discusses Dr. Lynch's brand new dissertation piece about transformative PETE and the role that sociocultural education plays in PETE programs. A supplemental podcast on feminist theory is available also. You can find Dr. Lynch on twitter @DrLynchPE and her blog at https://physicaleducationthoughts.wordpress.com/
Shrehan Lynch is a qualitative research assistant at the University of Alabama (USA). She specializes in research on teacher education, physical education, and social justice. Her Ph.D. thesis examined transformative pedagogies in K-12 physical education and teacher education. In addition, she adopts social justice and critical/feminist theories to frame her work. Prior to Alabama, Shrehan was a PE teacher in an inner London school. She received a Bachelor’s degree in Sports Development & Coaching Sciences from Bournemouth University (England), and a Post Graduate Certificate in Physical Education (PGCE) from the University of Southampton (England). Her contact email address is: Personal Blog Tweet Me E-Mail me

Dr. Shrehan Lynch describes feminist theory in this short podcast. She offers lots of further reading, specifically by bell hooks, to get more information but this is a great "reductionist" view of feminism to introduce the theory and how it relates to her article we discuss in Episode 12.
@DrLynchPE

This podcast aligns with Episode 10 with Dr. Michael Hemphill and his discussion on restorative practice, restorative justice and his model that was developed for Restorative Youth Sports.
Look up a great resource: www.iirp.edu

This podcast covers a new model of Restorative Youth Sport developed by Dr. Hemphill and colleagues that pulls from TPSR and Restorative Practice.
Dr. Michael Hemphill is an assistant professor at UNC-Greensboro. His research focuses on teaching personal and social responsibility through sport, physical activity, and physical education with specific applications to urban communities and professional development programs for physical activity providers.
TPSR Alliance: https://sites.google.com/uncg.edu/tpsr-alliance/home
The full citation: Hemphill, M. A., Janke, E. M., Gordon, B., & Farrar, H. (2018). Restorative Youth Sports: An Applied Model for Resolving Conflicts and Building Positive Relationships. Journal of Youth Development, 13(3), 76-96.

Dillon Landi is an assistant professor at Towson University in the USA. He specializes in research on health, physical activity, and education. In addition, his work encompasses critical social theories, curriculum and teaching, and research methods. Prior to Towson, Dillon was a faculty member at The University of Auckland (New Zealand) where he is also enrolled as a PhD candidate. His PhD analyzed the role of health and physical activity in educational settings on gender and sexuality diverse youth in Aotearoa New Zealand. There is a theory breakdown podcast that launched simultaneously with this on New Materialism.
The citation for the paper: Landi, D. (2018). Queer men, affect, and physical education. Qualitative Research in Sport, Exercise and Health, 1-20.

Episode 8 is our first "special topics" episode. So, instead of highlighting one specific article and discussing the paper we have a conversation about the topic in general and pull from various sources. These are going to be less structured and more free-flowing. This episode is a continuation of Episode 6 with Justen O'Connor and Dillon Landi. We discuss issues in youth sports, informal sports and the future of participation in PA.

Risto and Dr. Erin Centeio discuss a comprehensive school health program that was successful in preventing obesity in elementary schools. A great insight into what a comprehensive school program looks like in real life. This paper was published in 2018 in Preventative Medicine.
Citation: Centeio, E. E., McCaughtry, N., Moore, E. W. G., Kulik, N., Martin, J., Shen, B., … Fahlman, M. (2018). Building healthy communities: A comprehensive school health program to prevent obesity in elementary schools. Preventive Medicine, 111, 210–215.
BRIEF BIOGRAPHY
Erin E. Centeio, Ph.D., is currently an Assistant Professor at the University of Hawaii at Manoa. Erin has conducted research that focuses on increasing children’s levels of physical activity throughout the school day and understanding the effects this has on their health, as well as the cognitive and psychosocial benefits.

Dr. Justen O'Connor is a Senior Lecturer at Monash University in Melbourne, Australia. Dillon and Risto talk with him about his co-authored article about informal sport. This was so fascinating for us we kept talking after and will release that as a separate episode on youth sport and informal sport.
Citation: "Jeanes, R., Spaaij, R., Penney, D., & O’Connor, J. (2018). Managing informal sport participation: tensions and opportunities. International Journal of Sport Policy and Politics, 1-17."
Justen's Bio
Justen has research experience that utilises systems thinking, social ecology and strengths-based approaches to explore curriculum and pedoagogy associated with health, physical education, sport and lifetime physical activity. Justen also has an interest in social justice within education as well as informal forms of participation in movement. Justen is fluent in both quantitative and qualitative research methods and has expertise in designing scales for measurement.

Teacher Socialization Theory is a process in which teachers are recruited in to, prepared for, and continuously socialized through their lives and careers in school settings.
This theory breakdown episode by Dr. Kevin Richards explains the theory for you. This episode is launched side by side with an article breakdown of a paper by Dr. Richards and his colleagues which uses this theory.

Episode 5 is a discussion with Dr. Kevin Richards who is an assistant professor of physical education at the University of Illinois-Urbana Champaign. We talk about his work in teacher socialization and about the marginalization of PE and PE teachers. I think this will resonate with a lot of teachers in the field and we end the podcast with some steps to counteract this marginalization.
Here is the citation:K. Andrew R. Richards, Karen Lux Gaudreault, Jenna R. Starck & Amelia Mays Woods (2018) Physical education teachers’ perceptions of perceived mattering and marginalization, Physical Education and Sport Pedagogy, 23:4, 445-459, DOI: 10.1080/17408989.2018.1455820

This supplemental episode describes the Theory of Planned Behavior and is launched to supplement Dr. Kevin Mercier's podcast about student attitudes.
These shorter podcasts are meant to give an overview of theories prevalent in Health and Physical Education research. They will be published along side relevant articles we highlight on the podcast

Kevin Mercier is an associate professor at Adelphi University and researches student attitudes. Our conversation was about his 3-year longitudinal study following 4-8th grade students that measured their attitude toward physical education. His (and his colleagues) research highlights a drop in positive attitudes and specific gender differences across years.
The full citation is:
Mercier, K., Donovan, C., Gibbone, A., & Rozga, K. (2017). Three-Year Study of Students’ Attitudes Toward Physical Education: Grades 4–8. Research quarterly for exercise and sport, 88(3), 307-315.
(A supplemental episode covering the Theory of Planned Behavior is also available)

Dr. Sara Barnard Flory is as associate professor with the University of South Florida. Our conversation was about the professional socialization of urban physical educators. It's a great insight into urban physical education and explains culturally responsive pedagogy in physical education. Much of her research revolves around preparing teachers for culturally diverse school settings, social justice in PE, and the role of culture in PE. The full citation of the article is:
Flory, S. B. (2016). Professional socialization experiences of early career urban physical educators. European Physical Education Review, 22(4), 430-449.

Dr. Ash Casey is with Loughborough University in the UK. We discuss his 2014 paper on models based practice in physical education. A good conversation to the question: are models the great white hope or a white elephant? This paper is Dr. Casey's 2nd highest cited article and has been read widely. Dr. Casey continues to publish and conduct research on this topic and has more recent papers out discussing models. We wanted to highlight this paper first as it provides a great overview of models and can lay the foundation for future podcasts on this topic. During the month of September the article (citation below) will be open access courtesy of Routledge Ed.
Casey, A. (2014). Models-based practice: Great white hope or white elephant?. Physical Education and Sport Pedagogy, 19(1), 18-34.

Dillon and Sara interview Dr. Vicky Goodyear in Scotland about the use of FitBits in PE classes and how students experienced technology in PE. The paper discusses the students' perceptions of surveillance by the FitBit and expands on how students began to resist the implementation. Great conversation about some of the unexpected effects of technology integration and highlighting student voice. Dr. Goodyear is at the University of Birmingham UK and conducts research with young people and the uses of technology and the impact of social media among other topics. The full citation of the article is:
Goodyear, V. A., Kerner, C., & Quennerstedt, M. (2017). Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance. Sport, education and society, 1-14.

This is an introduction to a podcast that will launch in September 2018. Collaborators include: Risto Marttinen, Sara Flory, Kevin Richards, Dillon Landi, and Erin Centeio. Look for weekly episodes starting in September